Supporting Children’s Learning in the Early Years There have been dozens of books written and thousands of articles presented constantly arguing that effective learning does not begin for a child until the age of five. Then there have been articles presented which object to this theory and believe in a practice known as early learning; during this practice children are educated prior to grade school and are knowledgeable of many aspects before the age of five. However, in “Starting Off Strong: the Importance of Early Learning”, Chrys Dougherty, presents an argument that many disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. (Dougherty, p.
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Both chapters not only include how effective early learning of academic skills such as reading, writing and math skills are, but they also elaborate on how beneficial early learning in other aspects are as well. For example, Chapter three discusses identity, self-esteem, and learning. The authors create a valid argument within this section, stating “The way children feel about themselves is not innate or inherited, it is learned.” (Miller, Devereux, & University, p. 24) Before a child can grow older to realize how smart they are, how beautiful or handsome they are, or even who they are, they have to be taught their worth, learn their worth and know their worth. These are lessons that should be taught by a child’s mother and/or father and should be taught in the home before grade school is even started and interesting enough can be classified as early …show more content…
(Miller, Devereux, & University, p. 1) Based on the massive use of psychological educational terms used within the book, the targeted audience would generally consist of educators, teaching assistants, childcare workers, or early years practitioners working in settings such as nurseries, playgrounds, out-of-school childcare or as child minders and nannies. Even though there appears to be a massive use of psychological education terms, the author explains each term when it is used so that the readings would be easy for any general audience to follow. The various authors each presented their articles as if they were writing to a group of people who knew absolutely nothing about the topic of early learning. Their articles contained in depth information, creating a factual appeal, and they were very formal in doing
Both chapters not only include how effective early learning of academic skills such as reading, writing and math skills are, but they also elaborate on how beneficial early learning in other aspects are as well. For example, Chapter three discusses identity, self-esteem, and learning. The authors create a valid argument within this section, stating “The way children feel about themselves is not innate or inherited, it is learned.” (Miller, Devereux, & University, p. 24) Before a child can grow older to realize how smart they are, how beautiful or handsome they are, or even who they are, they have to be taught their worth, learn their worth and know their worth. These are lessons that should be taught by a child’s mother and/or father and should be taught in the home before grade school is even started and interesting enough can be classified as early …show more content…
(Miller, Devereux, & University, p. 1) Based on the massive use of psychological educational terms used within the book, the targeted audience would generally consist of educators, teaching assistants, childcare workers, or early years practitioners working in settings such as nurseries, playgrounds, out-of-school childcare or as child minders and nannies. Even though there appears to be a massive use of psychological education terms, the author explains each term when it is used so that the readings would be easy for any general audience to follow. The various authors each presented their articles as if they were writing to a group of people who knew absolutely nothing about the topic of early learning. Their articles contained in depth information, creating a factual appeal, and they were very formal in doing